Abstract [en]

In recent years, digital technologies have become more important in educational contexts in general and in preschool educational activities in particular. This paper is a part of a larger study focusing on every day activities in preschool where educators and children are using I-pads as musical and physical movement resources. More specifically, the aim in this paper is to study how musical activities with sounding I-pads in preschool are staged. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist ideas. Discursive psychology has been used in an extensive micro-analysis of video recorded I-pad related music activities in preschool. Data was collected during March/April 2013. Findings show that an increased space for children's participation and agency constructs an educator position that is challenged, transformed and opened up for negotiation. The educator position is questioned by the child's alternative music repertoire and prominent position related to the sounding I-Pad. At the expense of other sounding musical resources that enable the teacher to position him-/herself as a competent educator, the I-pad permeating the music activities implies a resource that both teachers and children have mutual access to. Hereby, the educator position becomes open to both teachers and children. Altogether, this legitimates a dismantled educator responsibility, Findings are considered problematic referred to quality and available knowledge formation in the music activities.